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Journal Cover Journal of Intellectual Disabilities and Offending Behaviour
   Journal TOC RSS feeds Export to Zotero [4 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 2050-8824
     Published by Emerald Homepage  [308 journals]
  • Editorial
    • Authors: Colin Dale
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, March 2014.
      PubDate: Wed, 23 Jul 2014 15:56:47 GMT
       
  • “Staying Well”: a psychoeducational group for people with an
           
    • Authors: Fergus Douds et al
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, Page 54-59, March 2014. Purpose – UK best practice guidelines for the treatment for people with schizophrenia recommend the use of psychoeducational approaches. The purpose of this paper is to describe the introduction of psychoeducational groups for people with an intellectual disability and co-morbid mental illness within forensic settings. Design/methodology/approach – “Staying Well”, a psychoeducational programme for people with an intellectual disability and co-morbid mental illness was based in part on a group programme from Ashworth Hospital, but adapted and developed to be suitable for people with intellectual disability. Input from a very experienced speech and language therapist was of great importance. Five groups with a total of 20 participants (15 different individuals) with mild to moderate intellectual disability and co-morbid mental illness were run over a two-year period. At the end of each group, an individualised “Staying Well Plan” was devised, to reduce the risk of future relapses. Findings – The group was very positively welcomed in the two pilot hospitals, by participants and members of the clinical teams. The key measure of the success of the programme is that the “Staying Well Plans” developed for the individuals are still in place two years after the completion of the first groups. Practical implications – The authors believe that this approach is of benefit to both the participants and their carers, stimulating positive engagement, open discussion about mental illness and reinforcing strategies for “Staying Well”. Originality/value – This paper shows how a psychoeducational approach to severe mental illness in individuals with an intellectual disability is both possible and well received.
      PubDate: Wed, 23 Jul 2014 15:56:44 GMT
       
  • Developing a values evidence-based clinical supervision model within a
           forensic intellectual disability service
    • Authors: William Jackson
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, Page 14-23, March 2014. Purpose – The purpose of this paper is to discuss the development and proposal of a values evidence-based model of clinical supervision (CS) for the implementation by nursing staff (registered and non-registered nurses) within a forensic intellectual disability service. Design/methodology/approach – This is a conceptual and technical paper providing a descriptive account for a service provision with nursing staff. Findings – The paper does not present any research findings but does demonstrate a novel and innovative approach to the conceptualisation and implementation of CS. Originality/value – The paper examines the dominant concepts that shape existing thinking around CS and suggests a new interpretation that involves greater pragmatism through a values evidence-based approach.
      PubDate: Wed, 23 Jul 2014 15:56:44 GMT
       
  • Life Skills Group: increasing foundation knowledge and motivation in
           offenders with a learning disability
    • Authors: Christy Patterson et al
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, Page 4-13, March 2014. Purpose – Offenders with a learning disability present with greater clinical need than those without a learning disability. However, for this client group, access to and engagement with psychological and criminogenic interventions are often limited. The purpose of this paper is to discuss a potentially useful approach to this issue. Design/methodology/approach – A single case study design was used to evaluate an introductory group programme, delivered over 12 weekly sessions, in a forensic learning disability service. Semi-structured interviews were used alongside psychometric measures, which were completed prior to, and following completion of, the group, in order to assess the individual's experience of the group, their emotional understanding and difficulties, and readiness to change. Findings – Readiness to change and emotional understanding improved following completion of the programme. Self-reported emotional difficulties showed improvement, although not all staff reports corroborated this. Notably, the service user reported a positive experience, with increased confidence and motivation to attend further groups. Research limitations/implications – Generalisation from the results of single case studies is limited. Although results suggest that motivation to engage further has increased, more research is required to assess whether this impacts on actual ability to engage. Practical implications – Offering an introductory programme prior to further, more criminogenically focused intervention may be more effective than offering these interventions as the first stage of treatment. Originality/value – An introductory group programme may be potentially helpful in providing the foundation knowledge, confidence and motivation necessary to attend further intervention focusing on criminogenic need for offenders with a learning disability.
      PubDate: Wed, 23 Jul 2014 15:56:44 GMT
       
  • Secure inpatient services: a needs assessment
    • Authors: Ian Hall et al
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, Page 38-53, March 2014. Purpose – The purpose of this paper is to complete a thorough needs assessment that would enable the development of a robust pathway of care for adults with a learning disability requiring secure care, and to assist commissioners to make informed planning decisions. Design/methodology/approach – The paper identified people with a learning disability originating from London who were in secure care, and collected data about them. The paper used reference groups to inform the analysis. Findings – The paper identified 249 people in secure services and was able to include 136 patients in the analysis. In all, 64 were in NHS provision and 72 in independent sector provision; 109 (80.1 per cent) were male and 27 (19.9 per cent) female; on average, patients were cared for 61.5 miles away from their homes; NHS patients were far closer to home; 69.1 per cent had a mild learning disability; 82.3 per cent had a history of violence; approximately one in six patients could not progress due to a lack of an appropriate ward, facility, resource and/or intervention. Practical implications – Secure care for this population is a major public health issue. Many are placed a long way from home. Local services should be developed, and there should be sufficiently robust “step down” places for patients to be discharged to. Originality/value – Systematic identification of the needs of a marginalised group to enable better more appropriate care pathways to be developed in the future.
      PubDate: Wed, 23 Jul 2014 15:56:42 GMT
       
  • Social climate in Learning Disability services
    • Authors: Laura Willets et al
      Abstract: Journal of Intellectual Disabilities and Offending Behaviour, Volume 5, Issue 1, Page 24-37, March 2014. Purpose – The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach – A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings – Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value – The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.
      PubDate: Wed, 23 Jul 2014 15:56:38 GMT
       
 
 
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